ABSTRACT
This chapter outlines an institution-wide effort towards increased intercultural competence. It involves initiatives at each level of the model for institutional change. To facilitate institution-wide increased intercultural competence, a faculty fellow for intercultural initiatives was hired in the chancellor's unit. The chapter proposes a model for institutional change that expanded upon the work of Adams and Love. The Developmental Model of Intercultural Sensitivity (DMIS) is useful for differentiating the developmental worldviews for guiding intercultural growth and development. The Intercultural Development Inventory is used as a pre- and post-assessment and self-development intervention. The community of practice begins with syllabus creation and class community-building and ends with assessment/evaluation. Further structural shifts in the promotion and tenure merit system, where faculty cultural and intercultural competence is clearly articulated as a performance and evaluation indicator, would help greatly. Unless faculty have internal motivation towards their own intercultural growth and development, their participation is minimal.
